Balancing Strategy Instruction and Writing With African-American Middle School Students

• In Event: Poster Session 17
  In Poster Session: Research in PK-12 Education: The Humanities and Other Content Areas

Abstract

This article reports on student participation, writing development, and affective outcomes in two tracked English Language Arts classrooms, one an honors track the other a regular track class. Both classes taught by the same higher value added teacher using the same curriculum. Tracking has been shown to have inequitable outcomes, particularly for lower tracked students, who are poor students, and students of color, predominately. In this predominately African American middle school, one teacher held similar expectations and taught similarly across two tracks. The results demonstrate gains for the regular track students in test scores and participation. The students in the honors track maintained prior test score gains as well as consistent levels of participation.

Author

• Chandra L. Alston, University of Michigan